Guide to University Assessment

In Non-Academic Areas at

Point Park University

A Cycle of Continuous Improvement

Created by L. Onufer, ©2012, updated May 2016

1. Establish mission statements and outcomes

2. Assess at least one outcome per year

3. Analyze the results and determine targets for improvement

4. Implement targets for improvement and re-assess (close the loop)

The Guide to University Assessment at Point Park University describes assessment processes for non-

academic units in Point Park University, and was originally published in Fall 2012. This guide is updated

annually to reflect policy changes and is published in an electronic format on the University Assessment

Blackboard page.

Materials included were developed by former Associate Vice President of Academic and Student Affairs,

Dr. Diane Maldonado, Director of Institutional Research, Chris Choncek, and Assessment Coordinator,

Lindsay Onufer. Dr. Maldonado, Chris Choncek, and Lindsay Onufer designed processes and tools for

ongoing, systematic University Assessment, which mirror the academic program assessment cycle.

Non-academic units receive assessment training through the Center for Teaching Excellence in order to

craft mission statements, measurable outcomes, to select or construct assessment tools, and to analyze

data. Assessment plans and results are communicated to the University Community via the University

Assessment Blackboard site, as well as through regular reports to and meetings with non-academic unit

heads.

TABLE OF CONTENTS

Definition of University Assessment 1

Steps/Timeline of the University Assessment Process 4

Step 1: Composing a Mission Statement 5

Step 1: Writing Unit-Level SMART Outcomes 6

Bloom’s Taxonomy Guide and Verb Bank 7

Step 2: Selecting an Outcome and Constructing a University Assessment Plan 10

Direct and Indirect Assessment Measures 10

Sample 2016-2017 University Assessment Plan/Results Form 11

Sample University Assessment Plan 12

Sample Assessment Tool Accompanying Plan 13

Step 3: Complete Assessment, Compile and Analyze Results 14

Step 4: Submit Completed University Assessment Results Form and Evidence 15

Sample Completed University Assessment Results Form and Evidence 16

Step 5: Closing the Loop 17

Sample Closing the Loop 18

Frequently Asked Questions 19

1

University Assessment (non-academic areas)

Definition of Institutional Assessment MSCHE:

1. Develop clearly articulate written statements, expressed in observable terms, of key

institutional and unit-level goals that are based on the involvement of the institutional

community.

2. Design objectives or strategies to achieve those goals.

3. Assess achievement of those key goals.

4. Use results to improve programs and services with appropriate links to the institution’s ongoing

planning and resource allocation process.

Unit level outcome assessment results should feed into divisional level assessment results which should

be used to inform Strategic Planning initiatives and the Annual Operating Plan’s specific objectives. In

addition, all of these assessment results should also inform our Dashboard Indicators.

UNIVERSITY ASSESSMENT (4 Strategic Initiatives)

DIVISIONAL LEVEL ASSESSMENT

UNIT LEVEL ASSESSMENT

2

I. Institutional Assessment

a. Academic Excellence

b. Managed Resources

c. Quality Student Experience

d. Community Engagement

II. Divisional Assessment

a. Academic and Student Affairs

b. Finance and Operations

c. External Affairs

d. Development and Alumni Relations

e. Legal Affairs

f. Enrollment Management

g. Office of the VP for Special Campaigns

III. Unit Assessment

a. Academic and Student Affairs

i. Office of the Registrar

ii. Graduate Education

1. Library

iii. Program for Academic Success

iv. Center for Teaching Excellence

v. Institutional Research

1. Center for Student Success

vi. Honors Program

vii. Title IX Compliance

viii. Student Affairs

1. Student Life

a. Housing and Occupancy Management

b. Student Activities

c. Health Services

d. Student Center

2. Athletics

3. Student Conduct

4. Retention Services (Finish Line)

5. Student Engagement

a. Career Services

6. Mental Health Services

3

b. Finance and Operations

i. Human Resources

ii. Business Contracts & Insurance

iii. Finance/Controller

1. Payroll

2. Student Financial Services

a. Student Accounts

3. Finance

iv. Information Technology

v. Operations

1. Conference and Event Services

2. Operations

3. Transportation and Administrative Services

vi. Public Safety

c. External Affairs

d. Development and Alumni Relations

e. Legal Affairs

f. Enrollment Management

i. Admissions

ii. Articulation and Veterans’ Services

iii. Graduate and Adult Enrollment

iv. International Student Services and Enrollment

v. Financial Aid

vi. Enrollment Marketing

vii. Division of Online Learning

g. Office of the VP for Special Campaigns

4

Steps/Timeline in the University Assessment Process

Step 1: Summer – Compose a mission statement and outcomes. Select one outcome to measure during

the Fall semester.

Step 2: Due first week of September – Plan two means of assessing the outcome you have selected. You

may either use two direct assessment measures or one direct and one indirect assessment

measure. Submit your Assessment Plan, which consists of the top and first column of the University

Assessment Form to Lindsay Onufer at lonufer@pointpark.edu.

Step 3: Fall semester – Conduct your assessments. Complete data analysis (contact L. Onufer at

lonufer@pointpark.edu for assistance with data compilation and analysis if needed) and determine what

are your strongest and weakest results.

Step 3: December – Respond to emailed request for a check in or status update on your

assessment process.

Step 4: Due the first week of February – Fill out the remainder of the University Assessment Form,

including targets for improvement. Submit the form and documentation or evidence of your assessments

to Lindsay Onufer at lonufer@pointpark.edu.

Step 5: To be completed the next year – After you implement the improvement strategies outlined on

your University Assessment Form, conduct your assessment again. Were your improvements

successful? Document results in the final column of the University Assessment Form, under “Closing the

Loop.”

5

Step 1: Composing a Mission Statement

A good mission statement:

States what you do/services you provide

Identifies your constituents (the people/groups to whom you provide services)

Is succinct and easy to understand

Example:

Center for Teaching Excellence Mission Statement:

The Center for Teaching Excellence supports faculty and staff in efforts to improve student learning by

providing resources, instruction, and assistance in curriculum development and review, creation and

implementation of outcomes-based assessment measures, and technology tools’ instruction.

What do you do? Who do you serve?

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

6

Step 1: Writing Unit-Level SMART Outcomes

Outcomes should be:

SMART = Specific, Measurable, Achievable, Realistic and Time-bound

Challenging, but attainable

Linked to the University’s/Division’s mission/goals/philosophy

How will relevant constituencies benefit by using this service?

Step 1: In order to write an assessable outcome, first answer the following questions:

Content: What do you want them to know?

Values: What do you want them to have?

Skills: What do you want them to do?

Step 2: Complete the following statement:

Upon successful completion of this service, constituents will be able to:

(Use verbs – Bloom’s Taxonomy).

7

Bloom’s Taxonomy Guide and Verb Bank

LEVEL #1: Knowledge

Knowledge of:

Specifics

Ways or means of

dealing with specifics

The universals and

abstractions in a field

Verbs:

Identify Describe Define Tell

List Cite Choose Arrange

Group Find Label Select

Match Locate Name Offer

Omit Quote Repeat Reset

Say Show Sort Spell

Write Underline Tally Transfer

Recite Recall Recognize Review

LEVEL #2:

Comprehension

Comprehension:

Translation

Interpretation

Extrapolation

Verbs:

Translate Interpret Extrapolate

Restate Infer Project

Change Define Propose

Reword Explain Advance

Construe Spell out Contemplate

Convert Outline Submit

Expand Annotate Contrive

Transform Expound Offer

Retell Account for Calculate

Qualify Scheme

Moderate

Describe

Compare

8

Contrast

Rephrase

Explain main idea

LEVEL #3: Application

Application is described by

Bloom as “the use of

abstract forms in particular

and concrete situations.

The abstractions may be in

the form of general ideas,

rules or procedures,

generalized methods.”

Verbs:

Relate Solve Adopt

Employ Use Capitalize on

Exploit Profit by Mobilize

Operate Handle Manipulate

Exert Exercise Put into action

Make use of Take up Develop

Classify Choose Write an example

Show Illustrate Teach

Record/chart Diagram/map Demonstrate

LEVEL #4: Analysis

Analysis of

Elements

Relationships

Organizational

principles

Verbs:

Break down Uncover Dissect

Examine Take apart Simplify

Reason Deduce Audit

Inspect Assay Test for

Survey Search Screen

Compare/contrast Order/sequence Investigate

Categorize Classify Draw conclusions

Identify motives or causes Determine evidence

Justify

Level #5: Synthesis

Synthesis:

Communicating in a

unique way

Verbs:

Create Combine Build

Compile Make Structure

9

Developing a plan or

proposing a set of

operations

Developing a set of

abstract relations (to

hypothesize)

Reorder Reorganize Develop

Produce Compose Construct

Blend Yield Generate

Make up Form Constitute

Originate Conceive Formulate

Invent Predict Write

Design Synthesize Improve

Devise Solve Imagine

Hypothesize Estimate

Level #6: Evaluation

In terms of internal

standards

In terms of external

criteria

Verbs:

Judge Decide Rate

Prioritize Appraise Rank

Weigh Accept Reject

Assess Adjudge Arbitrate

Decree Rule on Award

Criticize Censure Settle

Classify Grade Argue

Evaluate Verify Select

Recommend Conclude

10

Step 2: Selecting an Outcome and Constructing a University Assessment Plan

Select at least one outcome to assess. You should select a different outcome each year. Revise

outcomes as necessary to be sure that they accurately reflect the tasks of your department.

Choose one direct and one indirect (or two direct) method(s) of measuring that outcome.

Complete the top and first column of the University Assessment Form, located on the

University Assessment Blackboard site, and submit it, along with any tools you plan on using

(rubrics, surveys, interview questions, forms, etc…), to L. Onufer at lonufer@pointpark.edu

during the first week of September.

Direct Assessment Techniques: Concrete, tangible evidence of achievement of the outcome

Examples:

Pre and Post Tests

Processes, artifacts, or performances scored by rubrics

Tallies, schedules, or tracking information

Reports with hard data

For assistance designing an assessment tool like a rubric, contact L. Onufer at lonufer@pointpark.edu.

Indirect Assessment Techniques: Based on perception or opinion of achievement of the

outcome

Examples:

Surveys, either created by your unit, or existing institution-wide surveys like the NSSE and SSI

(Contact Lindsay Onufer at lonufer@pointpark.edu for NSSE data and Chris Choncek at

cchoncek@pointpark.edu for SSI data relevant to your outcome)

Focus groups

Interviews

Evaluation Forms

11

Sample 2016-2017 University Assessment Plan/Results Form

The Plan/Results form was revised to clarify due dates and expectations for University Assessment.

University Assessment Results

Division:

Unit/Department:

Year:

Outcome Measured:

Tools

(PLAN)

Due 9/5/16

Results

Due 2/6/17

Targets for

Improvement

Due 2/6/17

Owner

Due

2/6/17

Resources

Due 2/6/17

Commun-

ication

Due

2/6/17

Closing

The Loop

Due 2/5/18

What tools will

be used to

measure the

results?

Direct:

What is your

target/goal/bench

mark?

Indirect/2nd

Direct:

What is your

target/goal/bench

mark?

What are the

results?

Direct:

Did you meet

your

target/goal/bench

mark?

Indirect/2nd

Direct:

Did you meet

your

target/goal/bench

mark?

Based on the

results, what

changes should be

made to ensure

that the

target/goal/benchm

ark is achieved?

Who is

responsible

?

What

personnel,

financial,

technical, or

facility

resources are

needed?

How will this

information

be

communicate

d to

appropriate

constituencies

?

Re-measure the

same outcome

the same way

after

implementing

targets for

improvement

the following

year. What

were changes

in results?

Were

improvements

successful?

*Attach supporting evidence of results

12

Sample University Assessment Plan: Center for Teaching Excellence (2015-2016)

This form has been modified. See p. 11 for the correct form for the 2016-2017 year.

Division: Academic and Student Affairs

Unit/Department: CTE

Year: 2015-2016

Outcome Measured: As a result of having received our services, constituents will be able to assess and

improve student learning in classes.

Tools Results Targets for

Improvement

Owner Resources Communication Closing

The Loop

What tools will be used

to measure the results?

What standards of

measurement/benchmark

s will be used

Direct:

Attendance of CTE

trainings dealing with

assessment and

improving student

learning

Indirect/2nd Direct:

Survey of training

participants

What are the results?

Strongest:

Weakest:

Based on the

results, what

changes

should be

made to ensure

that the goal is

achieved?

Who is

responsible

?

What

personnel,

financial,

technical,

or facility

resources

are needed?

How will this

information be

communicated to

appropriate

constituencies?

Was the

change

made?

Was it

successful

?

13

Sample Assessment Tool Accompanying Plan

Participant Feedback Form Center for Teaching Excellence

Workshop Topic/Date:

My overall rating of this workshop:

Very Good Good Average Poor Very Poor

Strongly Agree

Agree Undecided Disagree Strongly Disagree

The workshop description let me know what I was going to learn.

☐ ☐ ☐ ☐ ☐

The workshop objectives were clearly stated. ☐ ☐ ☐ ☐ ☐

The facilitator was knowledgeable. ☐ ☐ ☐ ☐ ☐

The handouts/materials added value. ☐ ☐ ☐ ☐ ☐

I plan to use what I learned in this workshop. ☐ ☐ ☐ ☐ ☐

I would recommend this workshop to a colleague.

☐ ☐ ☐ ☐ ☐

The workshop venue was appropriate. ☐ ☐ ☐ ☐ ☐

I am likely to attend another CTE workshop. ☐ ☐ ☐ ☐ ☐

The skills/knowledge I learned in this workshop will help me improve student learning in my classes.

☐ ☐ ☐ ☐ ☐

The skills/knowledge I learned in this workshop will help me to better assess student learning in my classes.

☐ ☐ ☐ ☐ ☐

The most useful part of the workshop was:

______________________________________________________________________

The least useful part of the workshop was:

_______________________________________________________________________

I wish the CTE would offer a workshop on:

_______________________________________________________________________

14

Step 3: Complete Assessment, Compile and Analyze Results

Complete your assessments during the Fall semester.

Compile and analyze your results (The CTE offers regular open workshop sessions on analyzing

assessment results. Contact Lindsay Onufer at lonufer@pointpark.edu for assistance).

Identify your strongest and weakest results. Strongest results are the results that best support

your outcome (not necessarily the largest number). Weakest results are the results that least

support your outcome (not necessarily the smallest number). Did you achieve your outcome?

Based on your results, determine targets for improvement, or changes you would make to

ensure that your outcome is achieved next year.

During December, you will receive the following email:

Good afternoon, The University Assessment process was updated in order to provide additional assistance to staff members completing assessment. To identify and respond to questions or problems regarding the University Assessment process earlier, we ask that you please take a moment to respond to the following questions:

1. What steps have you or members of your unit taken to complete University Assessment this year?

2. What questions or concerns do you have regarding this year’s assessment? 3. Would you like to register for training?

The Center for Teaching Excellence will host workshops on conducting data analysis and completing University Assessment forms on:

In response to the emailed questions, you may provide a short update on your assessment process, identify difficulties you might be having, ask questions, or register for training.

15

Step 4: Submit Completed University Assessment Results Form and Evidence

Complete the University Assessment Results Form, listing:

Your results

Targets for improvement

Owners (individuals responsible)

Resources you might need to achieve your outcome next time. Note: University

Assessment Forms and data may be attached to budget request forms.

To whom you have/will communicate the results of your assessment

16

Sample University Assessment Results: SafeZone (2015-2016)

University Assessment Results

Division: SafeZone

Unit/Department: Title IX

Year: 2015-2016

Outcome Measured:

1. SafeZone will provide training to faculty, staff, and student leaders to increase awareness and knowledge

of LGBTQ issues, gender, and sexuality.

2. SafeZone will prepare faculty, staff, and student leaders to interact with members of the LGBTQ campus

community in a positive, supportive manner and to provide referrals and resources as necessary.

Tools

(PLAN)

Results Targets for

Improvement

Owner Resources Communicatio

n

Closing The

Loop

What tools will

be used to

measure the

results? What

standards of

measurement/b

enchmarks will

be used?

Direct 1:

Number of

training

participants

(baseline)

Direct 2: Number of

University

community

members that

use SafeZones

Indirect 1:

Survey

completed by

training

participants

What are the

results?

Strongest:

Direct 1:

55 faculty, staff,

and students

completed

SafeZone training

in 2015-2016. Of

those 55, 23 staff

and 8 faculty

completed

contracts to

become SafeZone

volunteers.

There was

significant

interest in the

training. So

much so, in fact,

that we added a

second training

session to

accommodate

staff and faculty

interest.

Direct 2: 67 University

community

members used

SafeZones during

the 2015-2016

year.

Indirect 1:

Results of the

survey were

100% positive.

Based on the results,

what changes

should be made to

ensure that the goal

is achieved?

Results clearly

indicate a desire for

additional training.

We will need

budget funds to host

at least 2 more

sessions of the

Persad-led initial

training. Ideally, I

would like to pool

resources with

related groups on

campus (like the

Rainbow and

Feminist clubs) to

host additional

trainings as well.

There have been

requests for

trainings on how to

be a better ally and

how to combat

street harassment.

It would be good to

co-host at least one

social event with

student clubs too

(maybe for National

Coming Out Day or

the Trans Day of

Visibility, etc…).

I will add resources

to the Blackboard

Who is

responsibl

e?

Lindsay

Onufer,

SafeZone

Coordinat

or

SafeZone

volunteers

What personnel,

financial,

technical, or

facility resources

are needed?

Funding for 2

Persad trainings,

and at least one

additional training

and one social

event (possibly

sharing the cost

with clubs).

How will this

information be

communicated

to appropriate

constituencies?

I will email

assessment

results to Lib

Rosemeyer and

post them to the

University

Assessment

Blackboard

page. I will

consult with Lib

and JW about

how to secure

necessary funds

given that

SafeZone is an

initiative rather

than a

department.

Was the

change made?

Was it

successful?

17

See attached pdf

for complete

results.

Weakest:

Direct 1:

While there was a

very positive

response to the

trainings, none of

the student CFs

completed a

SafeZone

contract, likely

because the

contract (which

was still in

working draft

form on the date

of that training)

was emailed to

them after-the-

fact.

Direct 2:

While significant

numbers of

(mostly) students

used SafeZones,

about half sought

assistance for

issues unrelated

to the LGBTQ

community.

While I don’t

believe that this is

a weakness of the

program, I do

think that it

suggests that we

might want to

expand training

topics and the

resource glossary

beyond LGBTQ

issues to touch on

other common

problems students

experienced, like

where to seek

help for mental

health issues,

after experiencing

sexual

harassment or

assault, and/or

how to address

bullying.

Indirect 1:

None

site and resource

glossary, so that

SafeZone volunteers

have additional

information on non-

LGBTQ issue

referrals.

18

Step 5: Closing the Loop Implement your targets for improvement.

During the following academic year (one year after you complete the first assessment), you will both choose a new outcome to assess AND re-assess the outcome from the previous year using the same measures.

Were your targets for improvement successful?

Document the changes made and the success of those changes in the last column of the University Assessment Results Form you submitted the year prior and submit it to Lindsay Onufer at lonufer@pointpark.edu. *Note: If you met goals for the previous year and therefore do not need to conduct Closing the Loop assessment, please notify L. Onufer of this when submitting results.

19

Sample Closing the Loop Results: Graduate and Adult Enrollment (2014-2015)

University Assessment Results

Division: Enrollment Management

Unit/Department: Graduate & Adult Enrollment

Year: 2014-2015

Outcome Measured: Make an informed decision on enrolling at Point Park. New use of a social media tool (University

Linked In Page) to expand outreach to adult audience. Provide an opportunity to interact with GAE staff throughout the

admissions decision making process. Alert followers to events of interest occurring on campus and GAE outreach into

the community.

Tools Results Targets for

Improvement

Owner Resources Communication Closing The

Loop

What tools will

be used to

measure the

results? What

standards of

measurement/ben

chmarks will be

used?

Direct:

Number of

prospective

students who

view and follow

Univ. Linked IN

page.

Indirect:

Survey results of

matric and non-

matric students

regarding

awareness of

Linked In page

and if it factored

into their

enrollment

decision. Spring

15 new students

only now

receiving survey

question (Jan.

2015)

What are the

results?

Strongest:

Number of

Linked In

followers has

increased 7.2%

from Sept

14(13,844) to

Jan. 15

(14,841).

Weakest:

Targeted

message to

Linked in

followers at

specific

employers had

weak response.

(.54% - 3.12%

click through

rate)

Based on the

results, what

changes should

be made to

ensure that the

goal is

achieved?

Tweak

messages to

designated

LinkedIn

employees to

achieve better

response.

Content

calendar

continually

updated to

provide

continuous

items of

interest to

prospects.

Who is

responsible?

Grad &

Adult

Enrollment

Director.

2 GAE staff

members

responsible

for

providing

content for

LinkedIn

Page –

Misty

Williams

and Dayna

Coleman

What personnel,

financial,

technical, or

facility

resources are

needed?

Work with

Manager of

Social Media to

train GAE staff

to develop and

post

information of

interest to adult

population.

Survey Tool

LinkedIn

analytics

technology

(measures

usage)

How will this

information be

communicated to

appropriate

constituencies?

Communication

flow to prospect

pool will be

directed to the

LinkedIn page

and encouraged

to participate.

Info on page will

be targeted and

updated when

appropriate.

Targeted

messages went to

followers with

particular

employers –

highlighted

tuition discount.

Survey results

shared with

Univ.

Was the

change made?

Was it

successful?

12/15/15

update:

Most recent

data from

Manager of

Social Media

(Nov.2015)

indicates

17,151

University

Linked In

Followers

(14% growth

from Jan.

2015 and 19%

growth since

Sept. 2014.

Sp15 survey

question

response

available.

20

University Assessment Frequently Asked Questions

University Assessment Frequently Asked Questions

1. What is University Assessment? Why do we participate in University Assessment?

Point Park has adopted MSCHE’s definition of Institutional Assessment, which is as follows:

1. Develop clearly articulate written statements, expressed in observable terms, of key institutional and unit-level goals that are based on the involvement of the institutional community. 2. Design objectives or strategies to achieve those goals. 3. Assess achievement of those goals. 4. Use results to improve programs and services with appropriate links to the institution’s ongoing planning and resource allocation process.

We participate in University Assessment in order to document departmental improvement efforts, as required by Middle States, the Pennsylvania Department of Education, and President Hennigan’s initiative for continuous improvement. University Assessment results will influence strategic planning and budget allocations. * As part of the 2016 Periodic Review Report (PRR) that we will submit to MSCHE, we much have documented proof of university-wide, systemic, non-academic assessment processes taking place. MSCHE is currently revising standards and increasingly emphasizing assessment, specifically, the use of assessment data (and alignment of assessment data with strategic planning and budget allocation. 2. What should my department do prior to beginning the University Assessment process? Prior to beginning an assessment plan, your department must draft a mission statement and outcomes. Your mission statement should states which constituents your department serves and summarize how you serve them. Outcomes list what constituents will be able to do following successful completion of the service your department provides. Most departments will list between 5 and 10 outcomes, sometimes split amongst sub-units (in larger departments). Outcomes must be tangible and measurable. Use Bloom’s Taxonomy verbs to craft outcomes. Avoid beginning outcomes with abstract verbs like “understand” or “know.” *If your department already has a mission statement and outcomes, revisit and revise them as necessary. Make sure that outcomes accurately describe services you provide, are not redundant, and can be measured.

21

3. What are the steps/timeline of the University Assessment process. Step 1 – Summer – Compose a mission statement and outcomes. Select at least one outcome to measure during the Fall semester. Step 2 – Due first week of September – Plan two means of assessing the outcome you have selected. You may either use two direct assessment measures or one direct and one indirect assessment measure. Submit your Assessment Plan, which consists of the top and first column of the University Assessment Form to Lindsay Onufer at lonufer@pointpark.edu. Step 3 – Fall semester – Complete your assessments. Complete data analysis and determine what are your strongest and weakest results. Step 4 – Due early February – Fill out the remainder of the University Assessment Form, including targets for improvement. Submit the form and documentation or evidence of your assessments to Lindsay at lonufer@pointpark.edu. Step 5 – To be completed the next year – After you implement the improvement strategies you outlined on your University Assessment form, conduct your assessment again. Were your improvements successful? Document results in the final column of the University Assessment Form, under “Closing the Loop.” If you met your standard for achievement, you do not need to submit Closing the Loop results. *Per MSCHE standards, we must be able to document that you are using assessment data to make improvements as necessary. 4. Assessment tools: What is the difference between a direct and an indirect assessment? What are some examples of direct and indirect assessment tools. Direct assessment refers to hard data and statistics. Direct assessment is objective. Direct assessments tools might include tallies, reports, pre and post-tests, and rubrics used to score the success of a project or product.

Indirect assessment refers more to the perception of your constituents and may be subjective. Indirect assessment tools might include surveys, focus groups, or reflections.

*Note: Your department, other departments, and the Office of Institutional Research have already been gathering data which might pertain to the outcome you wish to measure. Contact Chris Choncek at cchoncek@pointpark.edu to determine whether preexisting tools could be used for your assessment.

22

5. Data analysis and results: How do I determine what my strongest and weakest results are? Your strongest results best support the outcome that you measured. For example, Health Services measured the following outcome: Receive an assessment and treatment of minor injuries and illnesses at times convenient to most students, staff, and faculty. They used a student survey for their indirect assessment tool. The strongest result from the survey they conducted was that 79% of students are either somewhat or very satisfied with the Student Health Center’s hours of operation. Your weakest results are those that do not support the outcome you measured. Using the same example, Health Services noted that 91% of respondents would be at least somewhat interested in hours of operation that include a 4 hour block on Saturday and extended evening hours. *Identifying your weakest results is important for developing targets for improvement. 6. What does it mean to “Close the Loop?” When should we complete this step? Closing the Loop is the final step in an assessment process. After you complete your initial assessment, identify targets for improvement, then actually implement those improvement measures, you will re-assess, using the same tools, to see what impact your improvement measures have made. Closing the Loop is often completed the semester or year after the initial assessment. If you completed your initial assessment during Fall of 2012, for example, you might complete the Closing the Loop step during Spring of 2012 or Fall of 2013. If you meet your benchmark standard of achievement, you do not need to complete Closing the Loop. 7. I need help! Who should I contact?

Lindsay Onufer X 4773 or lonufer@pointpark.edu